3. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Rationale 3: This lesson plan is one that was developed for my 7th grade math class to be used during our unit on linear relationships. The activity is done after students have had some conceptual exposure to the ideas of linear relationships through textbook situations. The lesson has students using an online program that provides an interactive and visual example of how linear relationships are affected by their variables. I have used this lesson with students and it has been very successful in reaching those students who benefit from a hands-on, interactive experience instead of being told about things.
As a teacher I have learned a lot from this activity. When I developed and used it for the first time I was able to see areas in which my students were still struggling. I took that knowledge and made some adjustments to the activity and when I used it again with a different group I saw great improvement from my more visual learners. This experience really enlightened me to how students needs are affected by my lessons. I have continued to use this activity and find that many students understand linear concepts better and retain that knowledge into the next school year.
KSD
3.K.1.: The teacher understand and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performace modes, and can design instruction that helps use student’s strengths as the basis for growth.
Getting my students to understand linear concepts is crucial to their overall mathematical success. I understand that my auditory learners get it by hearing about characteristics and examples but my visual learners need to see the effects of the variables and manipulate them on their own.
3.S.1.: The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.
This lesson provides all 7th grade students with an opportunity to explore linear relationships. Some students have a good understanding from talking about it and discussing the ideas earlier in the unit. Visually inclined learners need the interactive activity to make the learning meaningful. Designing this lesson has ensured that I meet the needs of all those students.
3.D.1.: The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
This concept is difficult for many seventh grade students. I have seen many of them get frustrated and feel inadequate when their classmates understand and they don’t. I know that with different learning experiences they can all gain a good base of knowledge and feel successful. I have seen this activity boost the knowledge and confidence of my students.
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3. Teachers understand that children learn differently.
The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
Evidence 3:
Rationale 3: This lesson plan is one that was developed for my 7th grade math class to be used during our unit on linear relationships. The activity is done after students have had some conceptual exposure to the ideas of linear relationships through textbook situations. The lesson has students using an online program that provides an interactive and visual example of how linear relationships are affected by their variables. I have used this lesson with students and it has been very successful in reaching those students who benefit from a hands-on, interactive experience instead of being told about things.
As a teacher I have learned a lot from this activity. When I developed and used it for the first time I was able to see areas in which my students were still struggling. I took that knowledge and made some adjustments to the activity and when I used it again with a different group I saw great improvement from my more visual learners. This experience really enlightened me to how students needs are affected by my lessons. I have continued to use this activity and find that many students understand linear concepts better and retain that knowledge into the next school year.
KSD
3.K.1.: The teacher understand and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performace modes, and can design instruction that helps use student’s strengths as the basis for growth.
Getting my students to understand linear concepts is crucial to their overall mathematical success. I understand that my auditory learners get it by hearing about characteristics and examples but my visual learners need to see the effects of the variables and manipulate them on their own.
3.S.1.: The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.
This lesson provides all 7th grade students with an opportunity to explore linear relationships. Some students have a good understanding from talking about it and discussing the ideas earlier in the unit. Visually inclined learners need the interactive activity to make the learning meaningful. Designing this lesson has ensured that I meet the needs of all those students.
3.D.1.: The teacher believes that all children can learn at high levels and persists in helping all children achieve success.
This concept is difficult for many seventh grade students. I have seen many of them get frustrated and feel inadequate when their classmates understand and they don’t. I know that with different learning experiences they can all gain a good base of knowledge and feel successful. I have seen this activity boost the knowledge and confidence of my students.